On a separate paper, not into your notebook, Rewrite a final draft for the human Traits lab. This should include question, hypothesis,test data table , observation journal ,graph for your 7 traits, answers to 2 analysis questions ( given in previous post) and conclusion essay. Refer to your data, findings and the information on Dr. McDonald's "myths of human genetics" webpage.

Turn in completed notes worksheets and work cited page for the EarthMoon project by 3;00 pm Friday, 1/29/2016. this should be done electronically through google classroom. Share with me at Porth@jeffersonunion.net and Mr, Barnett at Bbarnett@jeffersonunion.net ( for 6th period members).

Tuesday, January 26, 2016

Task:This is a partial lab write up you will need
to include the following for your final draft:

1.Question:Are
dominant or recessive expressions of genetic traits most common in this class?

2.Hypothesis:Insert your educated answer to the question here

3.Data Table:must be ruled and include any observations
that may affect data collection

4.With observation journal

5.Analysis:Using the good graphing rules create a bar
graph that compares the # of students that have the dominant or recessive
expression of each trait you test.Questions
1) How would testing the entire 10th grade population affect your
answer to the question?2) Which traits were
most commonly affected by environmental factors obscuring the genetic
phenotype?

6.Conclusion:write your conclusion paragraph.Restate the hypothesis, use evidence to
support your comments, address sources of error and include a next step (social
context is not required).

Friday, January 15, 2016

Human traits are often difficult to study for several
reasons. Unlike some organisms, which produce large numbers of offspring very
quickly, humans reproduce slowly and produce few offspring at one time. Thus
human traits must be studied through population sampling and pedigree analysis.
A pedigree is a diagram that shows the phenotype of a particular genetic trait
in a family from one generation to the next. Genotypes for individuals in a
pedigree often can be determined with an understanding of inheritance and
probability.

In this investigation, you will use both population sampling
and pedigree analysis to observe human traits.

Problem

How can pedigree analysis help in the study of human traits?

Materials (per student)

No special materials are needed.

Procedure

Part A. Interpreting a Pedigree Chart

1. Figure 1 is a pedigree, or a diagram of a family's
pattern of inheritance for a specific trait.

2. Notice that in a pedigree, each person is represented by
an Arabic number and each generation is represented by a Roman numeral. In this
way, each person can be identified by a generation numeral and an individual
number. Males are represented by squares and females by circles. Unshaded
symbols (squares or circles) indicate people who are homozygous or heterozygous
for the dominant trait. Shaded symbols indicate people who are homozygous for
the recessive trait.

3. In Figure 1, 1-1 and I-2 are the parents. The horizontal
line that connects them is called a marriage line. The vertical line that
extends down from the marriage line connects the children to the parents.
Children are listed in order of their births from left to right. In other
words, the oldest child is always placed on the extreme left. In this pedigree,
persons II-1, II-2, 11-3, 114, and II-5 are the children of persons 1-1 and
I-2.

4. The trait being analyzed in Figure 1 is ear-lobe shape.
There are two general ear-lobe shapes, free lobes and attached lobes. See
Figure 2. The gene responsible for free ear lobes, represented by the capital
letter E, is dominant over the gene for attached ear lobes, represented by the
lowercase letter e. People with attached ear lobes are homozygous for the
recessive trait and are represented as ee. In Figure 1, 1-1 and II-5 are
homozygous recessive (ee) and have attached ear lobes. The people represented
by the unshaded symbols have two possible genotypes: EE or Ee.

5. Use Figure 1 to complete questions 1 through 8 in
Observations.

Part B. Constructing a Family Pedigree

1. In the space provided in Observations, draw the outline
of a pedigree of your family or a family who lives near you. In the pedigree,
include any grandparents, aunts, uncles, cousins, nieces, or nephews that live
nearby. Number the generations and individuals.

2. The ability of a person to roll his or her tongue is the
result of the dominant allele R. People who cannot roll their tongues have the
genotype rr. People who can roll their tongues have the genotype RR or Rr. If
you are developing a pedigree for your own family, determine if you can roll
your tongue. See Figure 3.

3. If you cannot roll your tongue, enter the genotype rr in
the space below your symbol on the pedigree.

4. If you can roll your tongue, enter the genotype R _ for
the presence of the dominant gene in the space below your symbol on the
pedigree.

5. If you are constructing a pedigree for your own family,
survey additional members of your family for their ability to roll their
tongue. If you are constructing a pedigree for another family, survey as many
members of that family as possible.

6. Record the results of family members you tested in your
pedigree.

Observations

1. What is the genotype of 1-2? Explain your answer.

2. What are the genotypes of 11-1, 11-2,11-3, and II-4? Explain
your answer.

3. What are the possible genotypes for II-6? Explain your
answer.

4. If II-6 is EE, what is the genotype of her child with
II-5?

5. What sex is the oldest child in generation II?

6. Who is the youngest child in generation II?

7. Who is the daughter-in-law in this family?

8. How many generations are represented in this pedigree?

Use this space to construct the pedigree for the family you
have chosen to study. Correctly number each generation and person. Shade in the
symbols for those people who are homozygous recessive. Below the symbol for
each person, write as much of the person's genotype as possible.

Analysis and Conclusions

1. Would you expect the other students in your class to have
tongue-rolling pedigrees that are identical to yours? Explain your answer.

2. Explain why you are not always able to determine the
exact genotype for a trait of a person when you construct a pedigree.

3. If two parents are unable to roll their tongues, is it
likely that they will have children who will be able to roll their tongues?
Explain your answer.

Critical Thinking and Application

1. Can the actual traits of an offspring be determined by
knowing the traits of the parents? Explain your answer.

2. A woman received the genes aBcD from her mother and AbCd
from her father. Which of the following gene combinations could be present in
her gametes: ABCD, abcd, ABCDD, aBccD, ABcd, AaBb? Explain your answer.

3. If a man who has long eyelashes (LL) marries a woman who
has long eyelashes (LI), what are the possible genotypes and phenotypes of
their children?